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Cópia de Up Close to the Impeachment
presents…
Up Close to the
IMPEACHMENT & CONVICTION
Interrogating Sources and the Process
TEACHER NOTES
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Teacher Notes
Grade 9-10
Duration
Approximately 10 days, depending on class size, depth of research, and the amount of time given to writing.
Standards
C3: D2.Civ.1.9-12
D2.Civ.1.9-12
CCSS.ELA-LITERACY.W.9-10.1
CCSS.ELA-LITERACY.SL.9-10.3
CCSS.ELA-LITERACY.RI.9-10.5
SUMMARY
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In this unit, students will:
Understand the Constitutional basis and historical precedents for impeachment;
Analyze articles and other materials for and against impeachment;
Summary
Learn about the impeachment process;
Compare and contrast opinions about potential impeachment;
Distinguish the difference between fact and opinion;
Debate the issue and try to convince classmates as mock members of congress to support or deny criminal charges against the president.
Analyze the primary documents related to the impeachment process;
LESSON LINK
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This Prezi presentation is adapted from unit plans from
A lesson
from Icivics
The Choices Program
Brown University
Lesson Link
https://www.icivics.org/teachers/lesson-plans/impeachment-and-conviction-infographic
https://www.choices.edu/teaching-news-lesson/the-impeachment-process-and-president-trump/
The unit utilizes primary sources and materials
from the New York Times and Vox. Please feel free to copy and adapt the Prezi to suit your needs.
THE GROUNDWORK
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What do you know?
There has been a lot of talk in the news of late on the impeachment in House and conviction in the Senate. But what do you know?
The Groundwork
With a partner, write down what you know about the impeachment. Write one fact or idea per sticky note.
Create as many sticky notes as you can in 3 minutes.
ORGANIZING
What You Know
Let’s put our sticky notes into categories:
Who?
When?
What?
Organizing
How?
Where?
Why?
Share what you know
As we go around, if there are some facts or ideas that are “contestable,” we will put a red dot on them, since the information or idea may be wrong or imprecise.
This “sticky display” will stay up during the unit.
OBJECTIVITY
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What does it mean?
Objectivity
Can journalists and producers of media be objective when dealing with issues in which people typically have strong opinions?
Can people who work for the government
(e.g., military and State Department) be objective?
Can they support leaders with whom they don’t agree?
CIVILITY
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When talking about controversial issues it is important to keep your cool and support ideas with reasons that are supported by facts.
Civility
This unit will allow us time to explore the impeachment process and express our informed arguments.
It is of utmost importance that we talk to each other with civility no matter how passionate we are.
IMPEACHMENT
and its Historical Precedents (30 Minutes)
We’ve already talked about what we know about the current impeachment and conviction process. But let’s go beyond what we think we know. Watch the following videos.
As you watch, take note:
Impeachment
What is the process of impeachment and conviction?
What parts are not clearly defined?
What new information did you learn?
VIDEOS
Videos
What is Impeachment Anyway?
from the New York Times
https://youtu.be/eHPzADnAV5w
Impeachment is Broken. Impeach Trump, Anyway from Vox
https://youtu.be/drCGm4wW7ok
Optional presentation that describes the impeachment process.
https://prezi.com/p/lkvvhrwmkjt6/impeachment-in-the-us/
QUICK READ
(30 Minutes)
Read “The Constitution, the Impeachment Process, and Historical Examples.”
As you read:
Quick Read
Use a highlighter to identify sections you think are important.
Make annotations to summarize sections.
Click here for the reading:
https://www.choices.edu/wp-content/uploads/2010/10/Reading.TheConstitutionandExamples.pdf
DISCUSSION
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Tackle these questions in small groups of 3-4, also taking into account the videos you also watched. Come ready to share your responses in a full class discussion.
Choose Question Set A or B.
Discussion
QUESTION SET A
Question Set A
Is the Constitution clear about when and why a president should be removed from office? Where is the language more ambiguous?
(Refer to the text of Article II, Section 4.)
Has a U.S. president ever been removed from office through the impeachment and conviction process? Briefly review the three historical examples. Who has been impeached and removed from their position?
Why do you think the founders broke up the process of removal from office into two stages?
QUESTION SET B
Question Set B
Is the Constitution clear about when and why a president should be removed from office? Where is the language more ambiguous?
(Refer to the text of Article II, Section 4.)
Looking at who makes up the current 116th Congress, how might Democratic or Republican majorities in the House and Senate influence the impeachment process?
Government officials and representatives must follow all laws, just like citizens do. Impeachment and conviction are a reminder that NO ONE, no matter their position, is above the law. Everyone pretty much agrees with the rule of law, but people do disagree about what kinds of actions violate it. How does the rule of law protect citizens?
ORIGINAL TEXT
Reading
Now that we have our bearings, we will read original documents that are related to the impeachment inquiry.
Original Text
THE PHONE CALL
(50 - 90 Minutes)
Using the reciprocal teaching protocol while reading the phone call.
The Phone Call
Click here for the phone call transcript:
https://www.choices.edu/wp-content/uploads/2010/10/PhonecallRecord.pdf
THE WHISTLEBLOWER
Jigsaw - (50 - 90 Minutes)
In pairs, read your assigned sections taking turns reading together. Highlight words that are unfamiliar and list out the main points of the section.
Whistleblower
You will be responsible for reporting out on your section.
Intro - Section I
Section 1 - Section 2
Section 2 - Section 3
Section 3 - Section 4
Section 4a - 4b (“On May 9...”)
Section 4b - End
Click here for the Whistleblower's Report:
https://www.choices.edu/wp-content/uploads/2010/10/Whistleblower_complaint.pdf
DISCUSSION OF ARTICLE 2
Section 4 (30 Minutes)
What are the definitions for?
Bribery
Treason
High Crimes & Misdemeanors
Discussion of Article 2
How are these problematic for a leader?
How might the lack of definition for “high crimes and misdemeanors” cause problems?
THE RESPONSES
Reading (90 Minutes)
You just read key documents related
to the impeachment.
But how do the comments from politicians and the media hold up to what we’ve read?
The Responses
DIRECTIONS
Get your copy of:
Directions
Source Set A—Pro-Impeachment Inquiry
https://www.choices.edu/wp-content/uploads/2010/10/Sources-Set-A.pdf
Source Set B—Anti-Impeachment Inquiry
https://www.choices.edu/wp-content/uploads/2010/10/Sources-Set-B.pdf
Evaluate various statements.
Work alone or in pairs.
Evaluating Media Sources
https://www.choices.edu/wp-content/uploads/2010/10/ImpeachmentEvaluating_Media_Sources.pdf
STINK METER
Discussion (30 Minutes)
We just went through a bunch of quotes. It’s time to chat about them. Let’s go through them one by one.
How did the passages rate on the stink meter?
Be sure to explain your answers and support them with evidence (or lack thereof) from the excerpts.
Stink Meter
RECAP QUESTIONS
(20 Minutes)
Which of the sources did you find most convincing? Why?
Recap Questions
What method(s) did you use to learn more about the author and publisher?
Did you identify any claims that, based on your research, were false? Do you think that a source with a false claim or false information can be useful in any way? Explain.
PART II
What makes a source reliable?
Part II
Were you able to identify bias in the sources?
What method(s) did you use to identify bias? If you identified bias, did that have an impact on the degree to which you trusted the source?
Did the process of analyzing the sources affect whether you think that the impeachment inquiry is a good idea?
Think about previous impeachments of U.S. presidents. Can you identify similarities or differences with the current situation?
RESEARCH IN THE WILD
(3 Days)
Find two recent opinion articles on the impeachment from the news that illustrate contrasting levels of reliability.
Extra points will be given for contrasting articles that address the same topic regarding the impeachment.
Research in the Wild
Cite your sources using APA format.
You will be responsible for posting both of your paragraphs to the timeline and one of the articles with your analysis to the class.
WRITE A PARAGRAPH
on each article on two separate pieces of paper.
Write a summary sentence of the author’s main point and when the position was published.
Identify the author’s main supporting claims.
Write a Paragraph
Find the evidence they use to support each claim.
Analyze the claim and evidence for bias -
how do you know if it is true, false, or unsupported?
Draw an illustration of some aspect of the article on the side, bottom, or top of your paragraph.
Give it a rating: -3 (least reliable) to 3 (most reliable).
TIMELINE
(50 - 90 Minutes)
Place one of your articles on the timeline in the appropriate spot.
Timeline
Place it on the top if it leans toward the positive for reliability and below the timeline if it is not reliable.
The higher up the article, the more reliable it is; the lower down the article, the less reliable it is.
PRESENTATION
Present the other article to the class
Identify the author’s position, what they use as claims, what they use as evidence, and how these areas are supported by other unbiased or factual sources.
Presentation
You will be given precisely two minutes to present.
KEEPING A PULSE
Jigsaw - (50 - 90 Minutes)
Each week, we will continue to add to the timeline, identifying notable tweets and articles on the impeachment process.
Keeping a Pulse
WHAT WAS INTENDED
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In 1788, Alexander Hamilton, James Madison, and John Jay wrote 85 essays to convince the people of New York to support ratification of the new U.S. Constitution.
These essays became known as the Federalist Papers.
In the Federalist No. 65, Hamilton expressed his theory about the impeachment process. (The Choices Program, 2019)
What Was Intended
FEDERALIST PAPERS
Federalist Papers
“The prosecution of [politicians on trial for impeachment]…will seldom fail to agitate the passions of the whole community, and to divide it into parties more or less friendly or inimical to the accused.
In many cases it will connect itself with the pre-existing factions, and will enlist all their animosities, partialities, influence, and interest on one side or on the other; and in such cases there will always be the greatest danger that the decision will be regulated more by the comparative strength of parties, than by the real demonstrations of innocence or guilt.” —
Alexander Hamilton, Federalist Papers, Number 65, March 7, 1788
https://avalon.law.yale.edu/18th_century/fed65.asp
FINAL WORD
Discussion (30 Minutes)
Draft a short (2-3 page), evidence-based, persuasive essay that answers the question
Does the political debate about impeaching and convicting President Trump support Hamilton’s theory of impeachment?
Final Word Assignment
PARAMETERS
Parameters
Write in the third person
Use appropriate organization - intro with a thesis statement and supporting paragraphs
Cite evidence and have a works cited page in APA style
Review with a peer for feedback at least once
Revise at least once
Utilize what you learned from the lesson and class discussions and the materials that surround you. You may also find and cite additional sources
Submit final essay with subsequent drafts with feedback comments
Give the essay a title
BIBLIOGRAPHY
Designed by Next Interactive Presentations:
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